unit lesson plans header
Creative Thinking & Making
Historical & Cultural Contexts
Critical Thinking
Critical Response
Aesthetics
At a Glance:

Suggested Time Frame:

Assignment intro                   10 mins
Student
writing time                             1 hour
Discussion                             30 mins

Total time:                    1 to 2 classes

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Assessment:
Rubric in PDF format >

Learning Objectives and Cognitive Skills:

Synthesize and Apply:
Students will combine ideas and responses regarding works of art
Students will construct a personal pint of view on a work of art

Evaluate:
Students will explain personal points of view through a written critique

PA State Standards:

Arts and Humanities:
9.3.12 Critical Response
G. Analyze works in the arts by referencing the judgments advanced by the art critics as well as one's own analysis and critique.

Reading, Writing, Speaking, and Listening:
1.4.11.C Types of Writing: Write a persuasive piece

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5


Writing a Criticism
Jump to: Activity| Image Gallery | At a Glance

Americanisms exhibition photo  

Installation shot of Andy Warhol's Liz and De Kooning's Woman VI at The Andy Warhol Museum, Americanisms Exhibition, 2002


Procedure:

1. Look at the paintings again and list adjectives that come to mind.

2. Review your Intuitive Response from Step 2. Combine the adjectives from both lists.

3. Students should combine ideas from their writing in Step 2 Intuitive Response, and Step 4 Research and Analysis, to write their own critique or “point of view” about the paintings, Warhol’s Liz and De Kooning’s Woman VI. Students should address the following:

What is your critical judgment (positive or negative) about the work? Support your judgment with informed reasoning.

How do you think each artist portrayed women?

How do the formal elements of each painting and the artist’s technique support the meaning or your understanding of the work?

In what ways did each artist reflect the values of his time?

In what ways are these paintings and the ideas they communicate relevant or irrelevant to viewers today?

4. Review the students’ writing samples in class and discuss the strengths and weakness of their arguments.


 

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